课程名称: 人类行为与社会环境Human Behavior&Social Environment

总学时:54

学分: 3

适用专业: 社会工作

先修课程:无

教学目标：

Part I Social Influence and Social Interaction (Boey)

The main objectives of this part of the course are to equip students with knowledge of social influence and social interaction. On completion of the course, students should be able to appreciate how the well-being, behavior, and feelings of people are affected by socioeconomic status and specific aspects of the social environment. With the understanding of the effects of cultural and social factors on the concept of self, knowledge of behavior in social interaction, and considerations of the possible bias in attribution and cognition, students should be able to develop greater empathy and insights in their social work practice.

Part II Human Development (Vivian)

1) Provide students with knowledge of the major features, events, processes, contexts and

theories of human development;

2) Help students comprehend the values and assumptions that underpin human development;

3)Develop students’ ability to evaluate the normal milestones and patterns of behavio r across the

human lifespan;

4)Develop a conceptual framework for understanding human behavior in various social work

contexts.

主要内容：

Part I Social Influence and Social Interaction (Boey)

The course would discuss issues on (1) how being exposed to group affects the way people think, feel, and act towards aspects of their social situations; (2) how our physical and psychological well-being are affected by socioeconomic status as well as structural characteristicsof social environment; (3) how the concept of self is affected by culture; and (4) how we present ourselves to others in order to protect our self-image. Possible bias in attribution and social cognition are also covered in this part of the HBSE.

Part II Human Development (Vivian)

This part introduces a holistic approach to an exploration of normal patterns of development from infancy to old age. Social and familial conditions affecting growth at different stages in the life-cycle will be studied, together with related problems of adaptation and adjustment.

主要章节：

一、P art I : Social I nfluence and Social Interaction (Boey)

二、Part II Human Development (Vivian)

教学方式：

Part I Social Influence and Social Interaction (Boey)

Lectures on topics of social influence and social interaction constitute the major teaching mode of this part of the HBSE. Students may be required to conduct seminar presentation on topics covered in the lectures. They are expected to read the journal articles as listed in the references and discuss the issues in class or in the seminar presentation. Apart from the references listed, students are encouraged to read widely on topics related to social influence and social interaction, and integrated their readings in the seminar presentation.

Part II Human Development (Vivian)

The course will adopt the following methods to facilitate teaching and learning:

1)Lectures – the instructor will introduce relevant themes during the lectures. Students are

encouraged to raise their areas of concern in lectures and participate in classroomdiscussions.

2)Tutorial – the primary purpose of the tutorial is to help students to clarify and to deepen

understanding of the concepts and materials covered in the lecture. The detailed

requirement is presented in the TUTORIAL introduction.

3)Readings – textbook chapters are stipulated for each major theme. Students are expected

to read these textbook chapters to consolidate their learning. Students are also

encouraged to consult other references to broaden their knowledge related to human

behavior and the social environment.

4)Individual / Group consultation –Due to limited number of lectures, it would be

difficult for students to have thorough discussion during the lecture time. Nevertheless,

students are encouraged to discuss with the instructor individually or in groups on

related topics.

考核方式：

Part I Social Influence and Social Interaction (Boey)

Evaluation of Part I of HBSE is based mainly on written examination and test (80%). Seminar presentation and class participation constitute the other 20% of the overall assessment of HBSE – Part I.

Part II Human Development (Vivian)

1)Tutorial presentation (20%): Students are required to work in three or four to deliver a

presentation on prescribed topics relating to human development.

2)Project proposal (20%): Students are required to work in three or four to complete a

project proposal focusing on needs assessment and proposed intervention strategies to a

specific group of people on topics relevant to this course. Both soft and hard copies of

the project proposal should be submitted Dr. Vivian Lou respectively.

3)Examination (60%): Each student is required to sit a two-hour examination.

材料及参考文献：

Part I Social Influence and Social Interaction (Boey)

韩晓燕（2002）《人类行为与社会环境》上海：人民出版社。

沙莲香（2011）《社会心理学》北京：人民大学出版社。

乐（2009）《社会心理学(21世纪心理学系列教材)》北京: 人民大学出版社。

Aronson, E., Wilson, T.D., Akert, R.M. (2010). Social Psychology. NJ: Prentice-Hall.

Meyers, D. G. (2007). Social Psychology. NY: Mcgraw-Hill

Vaughan, G. M., & Haughan, M. A. (2008). Introduction to Social Psychology(5th ed.). NSW Australia: Pearson/Prentice-Hal.l

文献选读：

Social influence

1.Carnahan, T., & McFarland, S. (2007). Revisiting the Stanford Prison Experiment.

Personality and Social Psychology Bulletin, 33, 603-614.

Organizational characteristics and behavior

2.Kroeker, C. J. (1995). Individual, organizational, and societal empowerment: A study of the

processes in a Nicaraguan agricultural cooperative. American Journal Community Psychology, 23, 749-7.

3.Samad, S. (2007). Social structural characteristics and employee empowerment: The role of

proactive personality. International Review of Business Research Papers,3 (4), 254-2.

4.Yip, K. S. (2004). The empowerment model: A reflection of empowerment in Chinese culture.

Social Work, 49, 479-487.

Effects of socioeconomic status

5.Tsenkova, V. K., Love, G. D., Singer, B. H., et al. (2007). Socioeconomic status and

psychological well-being predict cross-time change in glycosylated hemoglobin in older women without diabetes. Psychosomatic Medicine, 69, 777-784.

6.Heinionek, K., Raikkonen, K., Matthews, K. A. et al. (2006). Socioeconomic status in

childhood and adulthood association with dispositional optimism and pessimism over 21

years. Journal of Personality, 1111-1126.

7.Veselska, D., Geckova, A.M., Gajdosova, B., et al. (2009). Socioeconomic differences in

self-esteem of adolescents influenced by personality, mental health and support. European Journal of Public Health, 20, 7-652.

Social comparison process

8.Kemmelmeier, M., & Oyserman, D. (2001). The ups and downs of thinking about a successful

other: Self-construals and the consequences of social comparisons. European Journal of Social Psychology, 31, 311-320.9.Vohs KD,Heatherton,TF. (2004). Ego threat elicits different social comparison processes

among high and low self-esteem people: Implications for interpersonal perceptions. Social Cognition, 22, 168-191.

10.Blanton, H., & Crocker, J. (2000). The effects of in-group vs. out-group social comparison on

self-esteem in the context of negative stereotype. European Journal of Experiment Social Psychology, 36, 519-530.

Culture and Self-esteem

11.Brown, J. D., Cai, H., Oakes, M. A., et al. (2009). Cultural similarity in self-esteem

functioning. Journal of Cross-cultural Psychology, 40, 140-157.

12.. Cai, H., Brown, J. D., Deng, C., et al. (2007). Self-esteem and culture: Differences in

cognitive self-evaluations or affective self-regard? Asian Journal of Social Psychology, 10, 162-170.

Self-presentation

13.Toma, C. C., & Ellison, V. B. (2008). Separating fact from fiction: An examination of

deceptive self-presentation in online dating profile. Personality and Social Psychology Bulletin, 34, 1023-1036.

14.Arkin, R. M., Appelman, A. J., & Burger, J. M. (1980). Social anxiety, self-presentation and

self-serving bias in causal attribution.Journal of Personality and Social Psychology, 38, 23-35.

Self-handicapping

15.Akin, A. (2012). Self-handicapping and burnout. Psychological Report, 110, 187-196.

16.Sahrnç, Ű. (2011). An investigation of the relationships between self-handicapping and

depression, anxiety, and stress. International Online Journal of Educational Science, 3, 526-540.

17.Uysal, A., & Knee, R. (2012). Low trait self-control predicts self-handicapping. Journal of

Personality, 80, 59-79.

Self-monitoring

18.Flynn, F. J., Regans, R. E., Amanatullah, E. T., et al. (2006). Helping one’s way to the top.

Journal of Personality and Social Psychology, 91, 1123-1137.

19.Leone, C., & Hawkins, L. B. (2006).Self-monitoring and close relationships. Journal of

Personality, 74, 739-778.

20.Turnley, W. H., & B, M. C. (2001). Achieving desired images while avoiding undesired

images: Exploring the role of self-monitoring in impression management. Journal of Applied Psychology, 86,351-360.

其他参考文献：

Baumeiser, R. F., Tice, D. M., & Hutton, D. G. (19). Self-presentational motivation and personality differences in self-esteem. Journal of Personality, 57, 547-579.

Berglas, S., & Jones, E. E. (1978). Drug choice as a self-handicapping strategy in response to non-contingent success. Journal of Personality and Social Psychology, 36, 405-417.

Ca, H., Wu, Q., Brown, J. D. (2009). Is self-esteem a universal need? Evidence from the People’s Republic of China. Asian Journal of Social Psychology, 12, 104-120.

Kolditz, T.A., & Arkin, R.M. (1982). An impression management interpretation of the self-handicapping strategy. Journal of Personality and Social Psychology, 43, 492-502. Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224-253.

Rodwell, C. M. (1996). An analysis of the concept of empowerment. Journal of Advanced Nursing, 23, 305-313.

Snyder, M. (1974). Self-monitoring of expressive behavior. Journal of Personality and Social Psychology, 30, 526-537.

Taylor, S.E., & Brown, J. D. (1988). Illusion and well-being: A social psychological perspective on mental health. Psychological Bulletin, 103, 193-210

Tafarodi, R. W., & Swann, W. B. (1995). Self-liking and self-competence as dimensions of global self-esteem: initial validation of a measure. Journal of Personality Assessment, 65, 322-342. Tice, D. M. (1991). Esteem protection or enhancement? Self-handicapping motives and attributions differ by trait self-esteem. Journal of Personality and Social Psychology, 60, 711-725.

Wills, T. S. (1981). Downward comparison principles in social psychology. Psychological Bulletin, 90, 245-271.Part II Human Development (Vivian)

Textbooks References：

Berk, L.E. (2010). Development through the lifespan (5th ed.). Boston, MA: Allyn& Bacon. Bond, M. H. (2010). The Oxford handbook of Chinese psychology. Oxford, New York: Oxford University Press.

Bukatko, D. (2008). Child and adolescent development.Boston, Houghton Mifflin.

Hoare, C.H. (2002). Erikson on development in adulthood. New York: Oxford University Press. Newman, B.M., & Newman, P.R. (2012). Lifespan development: A psychosocial approach. Belmont, California: Wadsworth.

Nussbaum, M. (2001).Women and human development: The capabilities approach. Cambridge: Cambridge University Press.

Paludi, M.A. (2002). Human development in multicultural contexts: A book of readings. New Jersey: Prentice Hall.

Papalia, D., Olds, S., & Feldman, R. (2004). Human development (International 9th ed.). New York: McGraw-Hill.

Zastrow, C., &Kirst-Ashman, K. (2010).Understanding human behavior and the social environment (International 8th ed.). United States: Brooks/Cole Pub Co.

任课教师:Lou Weiqun, Vivian(楼玮群)；Boey Kam Weng（梅锦荣）

大纲撰写人: Lou Weiqun, Vivian(楼玮群)；Boey Kam Weng（梅锦荣）下载本文